Flipped Classrooms With Peer Instruction: The Impact on Students’ Conceptual Understanding

Abstract

The aim of the research is to explore how flipped classrooms utilizing peer instruction impact students’ grasp of the periodic table of elements. In this quasi-experimental design, a total of 64 tenth-grade students participated. The study took place at a public high school situated in Bekasi, a city located in the central region of Indonesia. Experimental group students were instructed in flipped classrooms together with peer instruction (FCPI) and control group students were taught in flipped classrooms without peer instruction (FCX). For quantitative data analysis, t-tests and Cohen’s d were computed. The findings indicated a significant mean disparity between the two groups of students concerning conceptual understanding after the instructions were given. Also, students in FCPI showed a higher increase in conceptual understanding than students in FCX with high effect sizes. It indicates that the integration of flipped classrooms with peer instruction proved more efficacious in enhancing students’ conceptual understanding compared to FCX.